مقایسه اثربخشی آموزش راهبردهای انگیزشی و آموزش تنظیم هیجان بر بلوغ عاطفی دانش آموزان دختر دوره دوم متوسطه

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه روان‌شناسی، واحد شهرکرد، دانشگاه ازاد اسلامی، شهرکرد، ایران

2 گروه روان‌شناسی، واحد شهرکرد، دانشگاه آزاد اسلامی، شهرکرد، ایران

10.22034/jmpr.2025.64070.6494

چکیده

هدف پژوهش حاضر مقایسه اثربخشی آموزش راهبردهای انگیزشی و آموزش تنظیم هیجان بر بلوغ عاطفی دانش‌آموزان دختر دوره دوم متوسطه است. روش پژوهش حاضر، نیمه‌آزمایشی با طرح پیش‌آزمون-پس‌آزمون با پیگیری همراه با گروه گواه بود. جامعۀ آماری این پژوهش شامل کلیۀ دختران در حال تحصیل در دورۀ دوم متوسطه در شهر فولادشهر در سال تحصیلی 1402-1403 بود که از میان آن‌ها 45 نفر به صورت نمونه‌گیری در دسترس انتخاب و پس از جایگزینی تصادفی در دو گروه آزمایش و یک گروه گواه  (در هر گروه 15 نفر) مورد مطالعه قرار گرفتند. ابزار جمع‌آوری اطلاعات مقیاس بلوغ عاطفی (EMS) یاشویر سینگ و ماهیش بهار گاوا بود. فرآیند اجرای آموزش راهبردهای انگیزشی به مدت 8 جلسه 90 دقیقه‌ای و آموزش تنظیم هیجان نیز در 8 جلسه 90 دقیقه‌ای برگزار شد و گروه گواه آموزشی دریافت نکرد. برای تجزیه و تحلیل فرضیه‌های پژوهش از روش کوواریانس چندمتغییره و آزمون تحلیل واریانس با اندازه گیری مکرر –طرح آمیخته استفاده گردید. داده‌ها با استفاده از نرم‌افزار SPSS ورژن 27 مورد تجزیه و تحلیل قرار گرفت. نتایج یافته‌ها  نشان داد که آموزش راهبردهای انگیزشی و تنظیم هیجان تأثیرات معناداری بر بهبود مولفه‌های بلوغ عاطفی دانش‌آموزان دختر دوره دوم متوسطه داشت. آموزش راهبردهای انگیزشی بهبود قابل‌توجهی در ثبات عاطفی و بازگشت عاطفی ایجاد کرد، در حالی که آموزش تنظیم هیجان بیشتر بر کاهش ناسازگاری عاطفی، فروپاشی شخصیت و فقدان استقلال اثرگذار بود. این تغییرات در پیگیری نیز حفظ شده و پایداری اثرات آموزش‌ها در طول زمان تأیید گردید. در نتیجه آموزش راهبردهای انگیزشی و تنظیم هیجان می‌تواند به بهبود مولفه‌های بلوغ عاطفی دانش‌آموزان کمک کند. پیشنهاد می‌شود که برنامه‌های آموزشی مدارس بر اساس این راهبردها طراحی شوند تا به ارتقاء سلامت روانی دانش‌آموزان کمک کنند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Comparing the Effectiveness of Motivational Strategies Training and Emotion Regulation Training on Emotional Maturity in Female Second-Year High School Students

نویسندگان [English]

  • Azam Akrami 1
  • Ahmad Gazanfari 2
  • Reza Ahmadi 2
1 PhD student, Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
2 Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
چکیده [English]

The aim of the present study is to compare the effectiveness of motivational strategies training and emotion regulation training on the emotional maturity of female high school students in the second cycle. The research method employed was a quasi-experimental design with a pre-test-post-test-follow-up with a control group. The study population included all female students enrolled in the second cycle of high school in Fooladshahr during the 2023-2024 academic year. From this population, 45 students were selected through convenient sampling and randomly assigned to two experimental groups and one control group (15 participants per group). The data collection tool was the Emotional Maturity Scale (EMS) developed by Yashveer Singh and Mahesh Bahar Gava. The process of motivational strategies training was conducted over eight 90-minute sessions, while emotion regulation training was delivered in eight 90-minute sessions, with the control group receiving no training. To analyze the research hypotheses, multivariate analysis of covariance (MANCOVA) and repeated measures analysis of variance (ANOVA) with a mixed design were used. Data were analyzed using SPSS version 27. The results showed that both motivational strategies training and emotion regulation training had significant effects on improving the emotional maturity components of female high school students. Motivational strategies training notably improved emotional stability and emotional resilience, while emotion regulation training had a more significant impact on reducing emotional inconsistency, personality fragmentation, and lack of independence. These changes were maintained at the follow-up stage, confirming the durability of the training effects over time. Therefore, motivational strategies training and emotion regulation training can contribute to enhancing the emotional maturity components of students. It is recommended that school educational programs be designed based on these strategies to promote students' mental health.

کلیدواژه‌ها [English]

  • motivational strategies training
  • emotion regulation training
  • emotional maturity

مراجع

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فصلنامه پژوهش های نوین روانشناختی
دوره 20، شماره 79
مهر 1404
صفحه 39-52

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سابقه مقاله

  • تاریخ دریافت: 13 آذر 1403
  • تاریخ بازنگری: 28 بهمن 1403
  • تاریخ پذیرش: 30 اردیبهشت 1404

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